







































 
 
 
 

EDUCATIO : Journal Of Education 
Volume 8 , Number 2, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 z 

  

Development of Learning Modules Using the Dick and Carey Model in 

Informatics Subject 
 

 

Iwan Hadi Suzatmika, Ujang Rohman, Prayogo 

Postgraduate School Educational Technology Study Program 

PGRI Adi Buana University, Surabaya 

ionehs33@gmail.com, ujang_roh64@unipasby.ac.id, prayogo@unipasby.ac.id   

 

Accepted: 

July 14th 2023 

Reviewed: 

Sept 18th 2023 

Published: 

Nov 30th 2023 

 

Abstract : This study aims to produce learning modules for informatics learning modules for the 
10th grade that are appropriate to the Independent Curriculum and make it easier for teachers to 
present teaching material and make it easier for students to learn. The model which was used in this 
development was the Dick and Carey development model.  The results of this development research 
are in the form of a learning module for informatics, which is designed systematically, operationally, 
in a directed manner and completed by some  guides for teachers on how to use the language that 
the speakers easily understand. In the development process to obtain products that are appropriate 
with the objectives, validation is carried out by material experts, design experts, colleagues, and 
student responses. The results of validation by material experts obtained a total score of 161 
percentage 87% worthy category, design experts obtained a total score of 138 with a percentage of 
89% worthy category, while colleagues obtained a total score of 63 percentage 90% very worthy in 
the category.The test was carried out three times, the first on the individual test obtained an average 
total score of 34.33 percentage 86% worthy category, the second small group test obtained an average 
total score of 68 percent 91% very worthy in the category, and the three large group tests obtained 
average score 69.53 percentage 93% very decent category.Thus, when the product is developed it was 
concluded that the learning module was very worthy to use in learning Informatics subjects. 
. 

 

Keywords: Informatics, Learning Modules, Independent Curriculum 

 

Introduction 

At the start of the new 2022-2023 school year, the Government through the Ministry 

of Education and Culture announced the implementation of a new curriculum, the 

"Independence Curriculum". In this independent curriculum, there are several fundamental 

changes compared to the 2013 curriculum; one of them is that teachers are free to create and 

plan learning programs using learning outcomes that the Ministry of Education and Culture 

has set. The teacher also designed the learning elements in the learning outcomes to become 

a plot of learning objectives in the form of modules. Informatics is a subject in the 

independent curriculum that was born from the transformation of BTIK subjects in the 2013 

curriculum, in the learning process a module is needed that is by the characteristics of 

students so that it can help students succeed in their learning. 

 

mailto:ionehs33@gmail.com
mailto:ujang_roh64@unipasby.ac.id
mailto:prayogo@unipasby.ac.id


 
 
 
 

 

Volume 8, Number 2, November 2023| 382 

 z 

  

Module is one of importan things that is neeed, module development is indeed 

needed. The limited learning resources can be a problem that impacts the learning process 

and learners' competence.Therefore, it is necessary to develop teaching materials or learning 

resources as learning modules.1  

The development of teaching materials (modules) must be related to the curriculum needs, 

meaning the learning materials we will develop must align with the curriculum. A teaching 

material could be a primary or supplementary one. A primary teaching material usually meets 

the demands of the curriculum, while a supplementary one intends to enrich or deepen the 

contents of the curriculum. 

Unfortunately, teaching modules may be difficult to find or unmatched by the 

demands of the curriculum. If this happens, creating our module is a good option. We can 

refer to many sources, such as our experience or knowledge, information from experts and 

colleagues, books, mass media, or the internet. Though we have various modules related to 

the curriculum, developing our modules is still necessary. Since too many topics may confuse 

the students, making simpler modules as a guide for students should be considered. 

Developing modules should also be able to solve problems or difficulties in learning. 

There are several learning materials that students struggle to understand or teachers are hard 

to explain. These difficulties may occur because the material is abstract, complicated, or 

uncommon. In addition, Damayanti (2020) and Kamil (2021) stated, "Factors that cause learning 

saturation can be uninteresting learning methods, unsupported learning media, too much memorization, 

assignments (homework), and pressure from other subjects, also monotonous teaching method with no any 

relaxation, which cause students to feel bored and not enthusiastic while participating in learning activities.” 

During the teaching-learning process of Informatics Science for 10th Graders at 

SMA Negeri 1 Kembangbahu, there are Algorithms and Programming. Kurniadi (2015) in 

Andayati and Wiyarno (2019) stated that learning material will be easily understood by 

students with the help of learning media.2 In Informatics learning activities at SMA Negeri 1 

Kembangbahu, especially Algorithm and Programming, most students experience difficulties 

in understanding the materials. These happen because: 1) There are no teaching materials 

that suit the needs of students. 2) Students lack knowledge about Algorithms and 

Programming, which can be seen from the results of the initial pretest conducted by the 

writer. 3) There are no supporting textbooks for students. 4) the Limited number of 

computers used for practicing and factors that may cause damage if students are invited to 

practice before having the topics theoretically 

Based on the problems and the data obtained above, the writer is interested in 

conducting a study entitled "The Development of Learning Modules Using Dick and Carey 

 
1 F S Azizha and N Umamah, “The Development of Patukangan Local Sites Situbondo E-Module for 

History Learning by Using Dick and Carey Model,” JOUR, IOP Conference Series: Earth and … (2020): 1–6, 
https://iopscience.iop.org/article/10.1088/1755-1315/485/1/012131/meta. 

2 Andayati and Wiyarno, “Pengembangan Modul Bimbingan Olimpade Sains Informatika Pada Materi 
Pemrograman Dengan Model Pengembangan Dick & Carey." JOUR. Jurnal Education and Development, 2019. 
http://journal.ipts.ac.id/index.php/ED/article/view/1164” 



 
 
 
 

 

Volume 8, Number 2, November 2023| 383 

 z 

  

Model in Informatics Science at SMA Negeri 1 Kembangbahu". The results of this study are 

hoped to be able to help students while learning Informatics Science by referring to the 

modules presented here. 

 

Method 

This study uses a developmental research method. The writer chooses the Dick and 

Carey model as his method of teaching. It is a programmatic manner with systematic 

sequences of activities, which is aimed to solve the learning problems; the availability of 

learning resources according to students’ needs and characteristics. The stages of developing 

Dick and Carey model consist of nine stages: identifying learning objectives, conducting 

learning analysis, identifying input behavior and student characteristics, formulating specific 

learning objectives, developing instruments for assessment, developing learning strategies, 

developing and selecting learning resources, designing and developing formative evaluations, 

and revising learning materials. 3 

Later, the teaching modules developed in this study are expected to have a high level 

of effectiveness in learning. Therefore, the writer defines a research design including five 

stages: content-expert and learning design trial stage, peer trial stage, individual trial stage 

consisting of 3 students, small group trial stage (6 students), and large group/field trial stage 

(30 students). 

The data resulted here are quantitative and qualitative. Quantitative data are some 

information obtained through a product trial questionnaire. The data collected through this 

questionnaire are converted into percentages and explained qualitatively. Therefore, the 

qualitative data can be in the form of comments, responses, and suggestions based on the 

content experts’, design experts’, individual tests’, small group tests’, and field tests’ results. 

The data collected through a questionnaire here aims to collect reviews from content 

experts, learning design experts, individual tests, small group tests, and field tests. Therefore, 

the writer has attached a questionnaire format as an instrument. 

The result of this developmental study will be descriptive qualitative. This method is 

commonly used to process data based on reviews from content experts, instructional design 

experts, and students. Moreover, the descriptive qualitative method is usually carried out by 

grouping into five alternative categories as presented in the following table: 

 

Table 1 Scoring Scale 4 

Score Category 

5 Excellent 

4 Good 

3 Quite Good 

 
3 Elvita, Johar, and Abidin, “The Development of Learning Tools Using Treffinger Model Assisted by 

Geogebra to Enhance Students’ Creativity." JOUR. Journal of Physics: Conference … 1460 (2020): 1–7. 

https://iopscience.iop.org/article/10.1088/1742-6596/1460/1/012045/meta  
4 Sugiyono, Metode Penelitian Kuantitatif Kualitatif (Bandung: CV. Alfabeta, 2016). 



 
 
 
 

 

Volume 8, Number 2, November 2023| 384 

 z 

  

Score Category 

2 Good Enough 

1 Not Very Good 

 

Based on the content experts’ validation and the learning design experts’ and 

students’, the score is then summed up. The scores obtained from the questionnaire are 

converted into percentages and explained qualitatively. The percentage calculation can be 

done using this formula: 

𝑷 =
∑𝒙

∑𝒙𝒊
× 𝟏𝟎𝟎% 

Note 

𝑃  : The percentage of validation 

∑𝒙 : The total score obtained  

∑𝒙𝒊 : The maximum score obtained 

 

 

Since this is a developmental study, we need to check whether the modules are 

eligible. We can calculate the module eligibility using the following criteria: 

 

Table 2 Module Eligibility’s Criteria 5 

Percentage Qualification Note 

90%-100% Very Proper No Revision 

75%-89% Proper Need Revision 

65%-74% Quite Proper Need Revision 

55%-64% Less Proper Need Revision 

0%-54% Not Proper Need Revision 

 

Result and Discussion 

 The product resulting from this development research is the first grade learning 

module for Informatics subjects according to the independent curriculum. This module is 

designed systematically, operationally, directed and accompanied by a guide for teachers, 

using language that is easily understood by the user so that it can facilitate the process of learning 

activities of students. 

 Product development trials were carried out on content experts, learning design 

experts, peers and target users, the first graders at SMA Negeri 1 Kembangbahu referring to 

the components of the trial subjects, so the data obtained in the trial steps will be presented 

sequentially as follows: 

 

1. Material Expert Test 

 
5 S Arikunto, Prosedur Penelitian (Jakarta: Rineka Cipta, 2019 



 
 
 
 

 

Volume 8, Number 2, November 2023| 385 

 z 

  

The material expert test was carried out by someone who understands the content of 

teaching materials developed by developers in the field of Informatics. Product feasibility 

data is obtained by providing modules andusing a questionnaire containing questions about 

the content and components of the teaching material given to the material content expert. 

The following are the results of the assessment questionnaire from material experts. 

 

Table 3. Results of the Material Expert Assessment Questionnaire 

No Evaluation Details 
Score 

Total Maximum 

1. 
The title of the teaching material is by the 

material 
5 5 

2. 
The suitability of the chapter title with the 

description of the material 
5 5 

3. Material depth level 4 5 

4. 
Degree of accuracy of concepts and 

definitions. 
4 5 

5. 

Conformity of the formulation of learning 

outcomes and learning objectives with the 

contents of the material exposure in each 

learning activity 

5 5 

6. 
The accuracy of making a study plan to 

achieve maximum learning results 
4 5 

7. Example accuracy 4 5 

8. 

The structure of the description of the 

content/material in each learning activity can 

increase students' understanding 

4 5 

9. 
Clarity of description of the material in each 

learning activity 
5 5 

10. 
Suitability of the material description with 

the Flow of Learning Objectives (ATP) 
5 5 

11. 

The structure of the examples of questions 

in each learning activity can increase 

students' understanding 

3 5 

12. Explanation of examples of questions given 4 5 

13. 
Appropriateness between 

pictures/illustrations and material 
4 5 

 

No Evaluation Details 
Score 

Total Maximum 

14. 
The linkage of tasks in the form of work in 

group activities provided with the material 
4 5 

15. 
The suitability of the selection of summary 

content with the main ideas contained in the 
5 5 



 
 
 
 

 

Volume 8, Number 2, November 2023| 386 

 z 

  

description of the material in each learning 

activity 

16. 

Conformity between questions in student 

worksheets (LKS) in each learning activity 

with indicators of learning outcomes 

3 5 

17. 
Compatibility of competency test questions 

with the concepts being studied 
4 5 

18. 

The structure of the description of the 

content/material in each learning activity can 

increase students' understanding 

4 5 

19. 
Serving systematic consistency in learning 

activities. 
4 5 

20. Presentation clutter. 5 5 

21. 
The material can be a guide for students to 

do practicum independently 
5 5 

22. Introduction 4 5 

23. Introductory section 5 5 

24. Content section 5 5 

25. Summary 4 5 

26. 
Practice questions at the end of each learning 

activity 
4 5 

27. Accurate sentence structure. 5 5 

28. sentence effectiveness. 5 5 

29. terminology. 4 5 

30. Message readability 5 5 

31. The accuracy of the use of language rules. 4 5 

32. 
The ability to motivate messages or 

information. 
4 5 

33. Ability to encourage critical thinking. 4 5 

34. 
Appropriateness of students' intellectual 

development. 
4 5 

35. 
Compatibility with the level of emotional 

development of students. 
5 5 

36. 
Consistency and integration between 

learning activities 
5 5 

37. 
Consistency and coherence between 

paragraphs 
4 5 

Total Score 161 185 

  

 

It is known that the total score of the results of the material expert assessment 

questionnaire is 161 out of a maximum score of 185, so the percentage calculation is 87%. 



 
 
 
 

 

Volume 8, Number 2, November 2023| 387 

 z 

  

After being converted with a validity level, the Dick and Carey model learning module is 

included in the proper qualifications. 

The revisions that have been made to improve the modules were developed by 

suggestions and comments from material experts, namely: 

a. Additional examples are needed to help students understand the material. 

b. Additional questions or LKS (Student Worksheets) are needed so that students are 

more skilled and independent 

 

2. Learning Design Expert Test 

After the product has been tested by a material expert and revised, a learning design expert 

test is carried out. Followingthe results of the expert assessment questionnaire. 

 

Table 4. Assessment Questionnaire ResultsDesign Expert 

No Evaluation Details 
Score 

Total Maximum 

1. Module size compliance with ISO standards. 5 5 

2. 
Appropriateness of the size of the material 

contained in the module. 
5 5 

3. 

The appearance of the layout elements on the 

front, back and back cover harmoniously has 

rhythm and unity(unity) and consistency. 

4 5 

4. Displays center of view(center point) good. 4 5 

5. 

The composition and size of the layout 

elements (titles, authors, illustrations, logos, 

etc.) are proportional, balanced and in tune 

with the layout of the contents (according to 

the pattern). 

5 5 

6. 
The color of the elements of the layout is 

harmonious and clarifies the function. 
3 5 

7. 

The size of the book title font is more 

dominant and proportional than the size of 

the book, the author's name 

3 5 

8. 
The book title color contrasts with the 

background color 
4 5 

9. Don't use too many combinations of fonts 5 5 

10. 
Describe the contents/teaching materials and 

reveal the character of the object 
5 5 

11. 
Shape, color, size, proportion of objects 

according to reality. 
4 5 

12. 
The placement of layout elements is 

consistent based on the pattern. 
5 5 

13. 
The separation between paragraphs 

is clear 
5 5 



 
 
 
 

 

Volume 8, Number 2, November 2023| 388 

 z 

  

 

No Evaluation Details 
Score 

Total Maximum 

14. Printable area and proportional margins 4 5 

15. 
The margins for two adjoining pages are 

proportionate 
5 5 

16. 
Spacing between text and illustrations is 

appropriate 
4 5 

17. 

The placement of learning activity titles, 

learning activity subtitles, and page/folio 

numbers does not interfere with 

understanding. 

5 5 

18. 

The placement of illustrations and captions 

(caption) does not interfere with 

understanding. 

4 5 

19. 

Placing ornaments/illustrations as a 

background does not interfere with the title, 

text, or page numbers. 

4 5 

20. 

Placing titles, subtitles, illustrations and 

captions does not interfere with 

understanding. 

5 5 

21. Don't use too many fonts 5 5 

22. 
The use of letter variations(bold, italic, all 

capital, small capital) not excessive. 
5 5 

23. Normal text layout width. 4 5 

24. 
Spacing between lines of normal text 

arrangement. 
4 5 

25. Space between letters(kerning)normal. 5 5 

26. 
The level/hierarchy of titles is clear, 

consistent and proportionate. 
4 5 

27. Word cutting sign(hyphenation) 5 5 

28. 
Able to reveal the meaning / meaning of the 

object. 
4 5 

29. 
Accurate and proportional shape according to 

reality. 
5 5 

30. 
The presentation of the whole illustration is 

harmonious. 
4 5 

31. Creative and dynamic. 5 5 

Total Score 138 155 

 

It is known that the total score of the design expert's assessment questionnaire is 138 

out of a maximum score of 155, so the percentage calculation is 89%. After being converted 



 
 
 
 

 

Volume 8, Number 2, November 2023| 389 

 z 

  

with a validity level, the Dick and Carey model learning module is included in the proper 

qualifications. 

The suggestions from design experts are as follows: 

a. The cover is given a bright or harmonious color to beconvey moods, create images, 

attract attention, and identify objects. 

b. In order for the identity elements of the book to be clearer and more attractive, the 

font on the book title should be larger than the other elements on the book cover. 

 

3. Peer Trial 

After the product has been tested by a design expert and revised, it is followed by a peer test. 

The peer trial was conducted by an Informatics subject teacher at SMA Negeri 1 Kembangbahu. 

Nextthe results of the assessment questionnaire from peer trials. 

 

Table 5. Peer Assessment Questionnaire Results 

No Evaluation Details 
Score 

Total Maximum 

1. 
The physical appearance of the module 

attracts the interest and attention of students 
5 5 

2. 

The outline of the content at the beginning of 

the chapter helps to understand the content 

of the material 

4 5 

3. 
The learning achievement in the chapter is 

clear 
5 5 

4. Learning objectives in chapters are clear 5 5 

5. 
The font size used in the module is easy to 

read 
5 5 

6. The font used in the module is easy to read 3 5 

7. 
The font color used in the module is easy to 

read 
5 5 

8. 
Between the pictures and the material in this 

module is appropriate 
4 5 

9. 
The examples given help you understand the 

material 
5 5 

10. 
Instructions for assignments and exercises 

given are easy to understand 
5 5 

11. 
Assignments and exercises can help improve 

students' understanding of the material 
4 5 

12. 
The summary at the end of the chapter is 

very clear 
4 5 

13. 
The sequence of presentation of the material 

in this module is easy to understand 
5 5 

14. 
Exposure to the material in this module is 

easy to understand 
4 5 



 
 
 
 

 

Volume 8, Number 2, November 2023| 390 

 z 

  

Total Score 63 70 

 

The results of peer trials obtained a total score of 63from a maximum score of 70, then 

the percentage calculation is obtained by a percentage of 90%. After being converted 

with a validity level, the Dick and Carey model learning module is included in the very 

proper qualification.   

 

4. Target 

a. Individual Trial 

The individual trial is the result of draft III as a development product revised 

based on input from content experts, instructional design experts and colleagues. 

Furthermore, in individual trials conducted by 3 (three) the first grade students of 

SMA Negeri 1 Kembangbahu with high, medium, and low ability levels. 

From individual trials producedthe total average score is 34.33 out of a maximum 

score of 40.Based on the calculation, the percentage is 86%. After being converted 

with a validity level, the learning module with the Dick and Carey model is included 

in the proper qualifications 

b. Small Group Trial 

After Draft III was revised into Draft IV, a small group tryout was carried 

out by asking to assess the first graders of SMA Negeri 1 Kembangbahu on Draft IV 

of the learning module. This small group test consisted of 6 (six) first grade students 

of SMA Negeri Kembangbahu. 

From small group trials resultedthe total average score is 68 of the maximum 

score of 75.Based on the calculation, the percentage is 91%. After being converted 

with a validity level, the Dick and Carey model learning module is included in the 

very proper qualification. 

c. Large Group Trial 

Large group trials were carried out after Draft IV was revised into Draft V, 

followed by field trials. Field trials were carried out on the first grade students of 

SMA Negeri 1 Kembangbahu. The students who were used as respondents for the 

field trial were 30 the first grade students. 

From small group trials resultedthe total average score is 69.53 out of a maximum 

score of 75. Based on the calculation, the percentage is 93%. After being converted 

with a validity level, the learning module with the Dick and Carey model is included 

in the very proper qualification. 

 

 

Conclusion 

Based on the results and discussion, it can be concluded that the feasibility of learning 

modules using the Dick and Carey model in the Informatics subject at SMA Negeri 1 

Kembangbahu shows that the results of product feasibility are based on the results of 



 
 
 
 

 

Volume 8, Number 2, November 2023| 391 

 z 

  

material expert validation that the percentage level of eligibility is 87% and is within the 

worthy criteria. In the design expert validation assessment, the feasibility percentage level of 

89% is within the worthy criteria. From the results of the practicality of the Dick and Carey-

based learning module based on the assessment responses from colleagues, it shows that the 

percentage of feasibility is 90% which is in the very worthy criteria. While the results of 

student responses were carried out through three stages, namely individual tests, small groups 

and large groups with the results of obtaining an average percentage of the feasibility level of 

90% in the very worthy criteria. So that as a whole the learning module in Informatics class 

X is very suitable to be used as a learning medium or teaching material in Informatics subject 

matter of algorithms and programming. 

 

References 

Andayati, L, and Y Wiyarno. “Pengembangan Modul Bimbingan Olimpade Sains 

Informatika Pada Materi Pemrograman Dengan Model Pengembangan Dick & Carey.” 

JOUR. Jurnal Education and development (2019). 

http://journal.ipts.ac.id/index.php/ED/article/view/1164. 

Arikunto, S. Prosedur Penelitian. Jakarta: Rineka Cipta, 2019. 

Astuti, S T, and Y Wiyarno. “PENGEMBANGAN MODUL BORDIR 

MENGGUNAKAN MODEL DICK AND CAREY UNTUK PESERTA DIDIK 

KELAS XI TATA BUSANA SMK AL-MUJTAMA’ PAMEKASAN.” JOUR. Jurnal 

Education and development 7 (2019): 13–20. 

http://journal.ipts.ac.id/index.php/ED/article/view/1033. 

Atmaja, RMTP, S Sulastri, and N Nazli. 2021. “Development of Students Learning Module 

for Disaster and Environmental Knowledge Subject for Undergraduate Students of 

Universitas Syiah Kuala.” Jour. Jurnal IPA & Pembelajaran … 5: 48–56. 

https://doi.org/10.24815/jipi.v5i1.18979. 

Azizha, F S, and N Umamah. “The Development of Patukangan Local Sites Situbondo E-

Module for History Learning by Using Dick and Carey Model.” JOUR. IOP Conference 

Series: Earth and … (2020): 1–6. https://iopscience.iop.org/article/10.1088/1755-

1315/485/1/012131/meta. 

Bakri, F, A H Permana, S N Chaeranti, and D Muliyati. 2020. “Module Equipped with 

Augmented Reality Technology: An Easy Way to Understand Concepts and 

Phenomena of Quantum.” PDF. scholar.archive.org. https://doi.org/10.4108/eai.12-

10-2019.2296472 

Elvita, A, R Johar, and T F Abidin. “The Development of Learning Tools Using Treffinger 

Model Assisted by Geogebra to Enhance Students’ Creativity.” JOUR. Journal of Physics: 

Conference … 1460 (2020): 1–7. https://iopscience.iop.org/article/10.1088/1742-

6596/1460/1/012045/meta. 

Fatirul Noor Achmad Fatirul &. Bambang Winarto. 2021. Instructional Development Design 

(Model-Model Pengembangan Pembelajaran).pdf. Surabaya: CV. Jakad Media Publishing. 

Kamil, G. “Penerapan Model Desain Instraksional Dick And Carey Dalam Pembelajaran 



 
 
 
 

 

Volume 8, Number 2, November 2023| 392 

 z 

  

Matematika Kelas VIII Semester Genap SMP Pada Materi Bangun Ruang Sisi Datar.” 

JOUR. Perspektif 1 (2021): 100–111. https://jurnal.jkp-

bali.com/perspektif/article/view/24. 

Kasanah, S U, M S Ansori, and ... 2020. “Book Design of Online-Based Islamic Education 

Subjects At the Universitas Nahdlatul Ulama Blitar.” Jour. Journal of Development … 4 (1): 

76–81. https://doi.org/https://doi.org/10.28926/jdr.v4i1.111. 

Ningrum, DEAF, I Rofiki, V A Melinda, and ... 2020. “Development of Biotechnology 

Textbook Based on Bioinformatics Research.” Jour. Universal Journal …, 5188–96. 

https://doi.org/10.13189/ujer.2020.081119. 

Andayati, L, and Y Wiyarno. 2019. “Pengembangan Modul Bimbingan Olimpiade Sains 

Informatika pada Materi Pemrograman dengan Model Pengembangan Dick & Carey.” 

Jour. Jurnal Education and Development. 

http://journal.ipts.ac.id/index.php/ED/article/view/1164. 

Astuti, S T, and Y Wiyarno. 2019. “Pengembangan Modul Bordir Menggunakan Model Dick 

and Carey untuk Peserta Didik Kelas XI Tata Busana SMK Al-Mujtama’ ….” Jour. 

Jurnal Education and Development. 

http://journal.ipts.ac.id/index.php/ED/article/view/1033. 

Atmaja, RMTP, S Sulastri, and N Nazli. 2021. “Development of Students Learning Module 

for Disaster and Environmental Knowledge Subject for Undergraduate Students of 

Universitas Syiah Kuala.” Jour. Jurnal IPA & Pembelajaran … 5: 48–56. 

https://doi.org/10.24815/jipi.v5i1.18979. 

Azizha, F S, and N Umamah. 2020. “The Development of Patukangan Local Sites Situbondo 

E-Module for History Learning by Using Dick and Carey Model.” Jour. IOP Conference 

Series: Earth and …, 1–6. https://doi.org/10.1088/1755-1315/485/1/012131. 

Bakri, F, A H Permana, S N Chaeranti, and D Muliyati. 2020. “Module Equipped with 

Augmented Reality Technology: An Easy Way to Understand Concepts and 

Phenomena of Quantum.” PDF. scholar.archive.org. https://doi.org/10.4108/eai.12-

10-2019.2296472. 

Elvita, A, R Johar, and T F Abidin. 2020. “The Development of Learning Tools Using 

Treffinger Model Assisted by Geogebra to Enhance Students’ Creativity.” Jour. Journal 

of Physics: Conference … 1460: 1–7. https://doi.org/10.1088/1742-

6596/1460/1/012045. 

Fatirul Noor Achmad Fatirul &. Bambang Winarto. 2021. Instructional Development Design 

(Model-Model Pengembangan Pembelajaran).pdf. Surabaya: CV. Jakad Media Publishing. 

Kamil, G. 2021. “Penerapan Model Desain Instraksional Dick And Carey Dalam 

Pembelajaran Matematika Kelas VIII Semester Genap SMP Pada Materi Bangun Ruang 

Sisi Datar.” Jour. Perspektif 1: 100–111. 

https://doi.org/https://doi.org/10.53947/perspekt.v1i1.24. 

Kasanah, S U, M S Ansori, and ... 2020. “Book Design of Online-Based Islamic Education 

Subjects At the Universitas Nahdlatul Ulama Blitar.” Jour. Journal of Development … 4 (1): 

76–81. https://doi.org/https://doi.org/10.28926/jdr.v4i1.111. 



 
 
 
 

 

Volume 8, Number 2, November 2023| 393 

 z 

  

Libata, I A, M N B Ali, and H N Ismail. 2021. “Development Of Teaching Module Based 

On 7e Inquiry Constructivist Learning Cycle.” Pdf. Psychology and Education, 2182–91. 

https://www.researchgate.net/profile/Ibrahim-Libata-

2/publication/352131742_development_of_teaching_module_based_on_7e_inquiry_

constructivist_learning_cycle/links/60ba3e03a6fdcc22ead91bab/development-of-

teaching-module-based-on-7e-inquiry-constructivist-l. 

Ningrum, DEAF, I Rofiki, V A Melinda, and ... 2020. “Development of Biotechnology 

Textbook Based on Bioinformatics Research.” Jour. Universal Journal …, 5188–96. 

https://doi.org/10.13189/ujer.2020.081119. 

Purnamasari, H, A Asrori, and W Warneri. 2019. “The Development of Learning Module in 

Social Knowledge on Economic Activity Based on Living Value Education of 

Responsibility Value.” Jour. Journal of Education … 4 (2): 389–94. 

https://www.learntechlib.org/p/217675/. 

Sudrajat, Y. 2019. “Pengembangan Modul Pembelajaran dengan Model Dick & Carey Mata 

Kuliah Evaluasi Pengajaran.” PDF. Prosiding Seminar Nasional Pendidikan Kaluni. 

researchgate.net. https://doi.org/http://dx.doi.org/10.30998/prokaluni.v2i0. 

Sugiyono. Metode Penelitian Kuantitatif Kualitatif. Bandung: CV. Alfabeta, 2016. 

Wahyono, Dkk. 2021. Buku Panduan Guru Informatika. Jakarta Pusat: Pusat Kurikulum dan 

Perbukuan. 

Widyastuti, I N, and I Wiryokusumo. 2019. “Pengembangan Modul Pembelajaran dengan 

Model Dick and Carey dan Menggunakan Concept Mapping pada Mata Pelajaran ….” 

Jour. Jurnal Education and …. 

http://journal.ipts.ac.id/index.php/ED/article/view/924. 

 

 

 


